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  • But does it work? Effectiveness of scientific visualisations in high school chemistry and physics instruction

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    81181_1.pdf (99.94Kb)
    Author(s)
    Geelan, David R.
    Mukherjee, Michelle M.
    Griffith University Author(s)
    Geelan, David
    Year published
    2011
    Metadata
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    Abstract
    Scientific visualisations such as computer-based animations and simulations are increasingly a feature of high school science instruction. Visualisations are adopted enthusiastically by teachers and embraced by students, and there is good evidence that they are popular and well received. There is limited evidence, however, of how effective they are in enabling students to learn key scientific concepts. This paper reports the results of a quantitative study conducted in Australian physics and chemistry classrooms. In general there was no statistically significant difference between teaching with and without visualisations, ...
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    Scientific visualisations such as computer-based animations and simulations are increasingly a feature of high school science instruction. Visualisations are adopted enthusiastically by teachers and embraced by students, and there is good evidence that they are popular and well received. There is limited evidence, however, of how effective they are in enabling students to learn key scientific concepts. This paper reports the results of a quantitative study conducted in Australian physics and chemistry classrooms. In general there was no statistically significant difference between teaching with and without visualisations, however there were intriguing differences around student sex and academic ability.
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    Conference Title
    Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2011
    Publisher URI
    http://www.editlib.org/p/38242
    Copyright Statement
    © 2011 AACE and the Education & Information Technology Digital Library (EdITLib). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.
    Subject
    Science, Technology and Engineering Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/48828
    Collection
    • Conference outputs

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